Faculty of Education and Community Studies

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    University students’ perceived influence of selected family and internet access factors on vulnerability to radicalisation in Kenya: implications for counselling
    (Egerton University, 2025-09) Langat,Lydia Kositany
    The threat and likelihood of radicalisation and recruitment into violent extremist groups has increased in Kenya and internationally. Those at risk of being radicalised need to be identified and positive alternatives to extremism promoted. In Kenya, the government has promoted security-oriented interventions to fight radicalisation and terrorism over the softer approach called Countering Violent Extremism (CVE). The concern is the provision of long-term prevention-oriented interventions that would involve counselling individuals who are vulnerable. The students in public universities are vulnerable to radicalisation because there is maximum exchange of ideas in the university unlike the rigid ideologies of extremist groups. The family as the first socialization agent of an individual can contribute to vulnerability to radicalisation. Internet access too could make students vulnerable because it is a major platform for information exchange globally. This study focused on investigating university students‟ perception on the influence of selected family and internet access factors on vulnerability to radicalisation in Kenya and implications for counselling. The mixed method convergent parallel research design was used. The target population comprised all the 443,783 students enrolled in 31 accredited universities, 120 student counsellors and 960 peer counsellors. Purposive sampling technique was used to select two public universities in Kenya. Determination of sample sizes were done using Yamane‟s formula and proportional sampling employed. The study sample size comprised of 644 respondents as follows: 216 students from University A; 184 students from University B; 26 student counsellors and 218 peer counsellors from the two public universities. Questionnaires, interview schedules and focus group discussions were used to collect data from the university students, student counsellors and peer counsellors, respectively. A Cronbach alpha value of 0.79 was derived from data collected in a pilot evaluation of the student questionnaire. Descriptive and inferential statistics were used to analyse the data. Statistical Package for the Social Sciences (SPSS) version 23.0 and QSR NVivo 12 for Windows aided in data analysis. The study found that family type had insignificant influence on vulnerability to radicalisation. The parenting styles, religious beliefs, social economic status and internet access factors all had significant association between the variables and vulnerability to radicalisation. The results of this study may be beneficial to university counsellors, students, institutions of higher learning and the government in prevention of radicalisation. The findings also form a frame of reference for further research and formulation of counter radicalisation and violent extremism policies. The study recommended that counselling needs to be used and strengthened to prevent radicalization.
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    A model for predicting undergraduate students’ adoption of e-learning in selected public universities in Kenya
    (Egerton University, 2025) Makini, Daniel Getuno
    The teaching and learning of science employ several approaches, each of which attempts to improve the quality of students’ leaming. One approach that is gaining prominence in higher educational institutions (HEIs) is e-learning. However, e-leaming adoption among students in Kenya’s HEIs is not succeeding the way it is expected because of both institutional and individual shortcomings. In this study, the University Students’ E-leaming Adoption Model (USeLAM) was developed with the aim of providing a basis for decision making in the adoption of e-leaming among undergraduate students in selected public universities in Kenya. The study adopted a cross-sectional survey design based on the Unified Theory of Acceptance and Use of Technology (UTAUT). The sample consisted of 388 undergraduate university students who answered 24 questions on a 7-point Likert Scale in the Students’ E-learning Adoption Questionnaire (SeLAQ). The SeLAQ was validated by six educational research experts at Egerton University and yielded Cronbach - Alpha reliability coefficient of 0.78. Six hypotheses were tested above the 90% level of confidence (p < .100) by applying the Partial Least Squares, Structural Equation Modelling (PLS-SEM) techniques. The results indicate that there were positive and statistically significant relationships between Perfonnance Expectancy (PE) and Behavioral Intention to adopt e-learning (BI) ([3 = .15, t: 3.16, p = .002) and; between Effort Expectancy (EE) and BI (B = .18, t = 4.32, p < .001). However, Social Influence (SI) was not a statistically significant predictor of BI ([3 = .00, t= 0.07, p = .945). On the other hand, BI Was found to be a positive and statistically significant predictor of Actual Use Behaviour of e-learning (UB) (B = .08, t= 1.83, p = .067) while Facilitating Conditions (FC) was a negative but statistically significantly predictor of UB (B I -.1 1, t: 1.79, p I .073). Further analysis of the effect of moderators on the relationship between predictors and outcomes of students’ adoption of e-learning was done using the PLS-Multi Group Analysis (MGA). The results indicate that students’ age (AGE), gender (GND) and internet experience (IXP) significantly moderate students’ e-leaming adoption in varying degrees. In the final analysis, the USeLAM accounted for 24% (R3 = .24) of the variance in Bl and 15 % (R2 = .15) of the variance in UB. In conclusion, therefore, the study underscores the significant influence of PE and EE on students’ BI as well as that of BI and FC on students’ UB. The implications of this study extend to educational policy makers in general, and public university management, in particular, in improving e-leaming adoption in HEIs. Further, it lays the groundwork for future research in predicting e-learning adoption in Kenya’s HEIs and buttressing the multidisciplinary nature of the application of e-leaming in HEI’s.
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    INFLUENCE OF SELECTED FACTORS ON CHOICE OF LIVELIHOOD STRATEGY AMONG PERI-URBAN SMALLHOLDER FARMERS IN LANET DIVISION OF NAKURU EAST SUB-COUNTY, KENYA
    (Egerton University, 2018-04) GITHAIGA, WANJIRU TABITHA.
    Smallholders‘ farmers in Kenya have over the years been faced with challenges that constantly put pressure on their livelihoods. However, the greatest threat to agriculture as a source of livelihood in the developing countries is rapid urbanization due to population growth, urban expansion and informal settlements. This study investigated market accessibility, land size, credit accessibility and social status among factors that influence peri-urban smallholder farmer‘s choice of livelihood strategy as an adaptation to reduced land holding. The study focused on Lanet Division of Nakuru East Sub-County, Kenya. Lanet Division was purposely selected based on its rapid population growth rate and its proximity to rapidly growing Nakuru Town, Kenya. The study used ex post facto correlation design. Out of 2,410 smallholder farmers in Lanet Division, a sample of 137 smallholder farmers was selected through simple random sampling technique. The study was guided by Rational Choice Theory. Data was collected using a questionnaire which was administered to the household heads. Validity of the data collection tool was ascertained by consulting two experts in the Department of Applied Community Development Studies. The instrument was piloted using a sample of 30 randomly selected smallholder farmers in Barut Division in Nakuru West Sub-County. Cronbach Coefficient was computed yielding a value 0.7725 which was accepted. Statistical Package for Social Science (SPSS) version 23 was used for data analysis. Data was analyzed using both descriptive and inferential statistics. The descriptive statistics used were percentages, frequencies, means and standard deviation, while inferential statistics used was Logistic Regression. The level of significance for acceptance or rejection of the hypotheses was set at P<0.001 level. The study established that credit accessibility, land size and social status were significant factors influencing small holder farmers ‗choices of livelihood strategy in Lanet Division, Nakuru East Sub-County, Kenya. However, market accessibility was found to be statistically insignificant in smallholder farmers‘ livelihood strategy choices. The result of the study is envisaged to give a pointer to link between factors influencing livelihood choices strategy. This information will offer insights adding to the body of knowledge to Ministry of Agriculture, Livestock and Fisheries, policy makers and peri-urban planners. It will also provide useful information to scholars in community development.
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    RELATIONSHIP BETWEEN SELECTED HEAD TEACHERS’ LEADERSHIP STYLES AND THEIR EFFECTIVENESS IN PUBLIC PRIMARY SCHOOL MANAGEMENT IN BOMET DISTRICT, KENYA
    (Egerton University, 2010-05) SIGILAI, MAITE RICHARD.
    Head teachers’ leadership has to do with the execution of those policies and decisions which help to direct the activities of a school towards the achievement of its specified goals. Their effectiveness in school management is determined by whether they perform their assigned roles as required by the Ministry of Education in managing pupils, staff, curriculum implementation and school finances. Available Reports indicate that the government of Kenya has heavily invested in Free Primary Education since it was introduced in 2003. Despite this, performance of pupils in National Examinations in Bomet District is below average. Head teachers’ greatest challenge is to effectively manage schools. It appears there is a link between leadership styles and effective management of organizations. Therefore, this study sought to determine the relationship between head teachers’ leadership styles and their effectiveness in public primary school management in Bomet district, Kenya. A correlation research design was used in this study. A sample of 120 head teachers was selected from a population of 174 head teachers of public primary schools in the District using proportionate and simple random sampling techniques. Questionnaires for head teachers with both closeended and open-ended questions were used to collect data. Their validity and reliability were determined before they were used to collect data. Data were analysed with the aid of a computer programme, the Statistical Package of Social Sciences (SPSS) version 11.5. Frequencies and percentages were computed to determine the most preferred leadership style among head teachers, and to determine head teachers’ effectiveness in public primary school management. Pearsons product moment correlation coefficient was used to determine the relationship between independent and dependent variables in the study. All statistical test were subjected to tests of significance at a=0.05. The study found that democratic leadership style was the most preferred among head teachers while Laissez-faire was the least preferred leadership style. The study also found that, there was no statistically significant relationship between head teachers’ leadership styles and their effectiveness in school management. Most head teachers were found to be ineffective in the management of school finances. The researcher recommends that the government intensify school-based in-service trainings at the divisional level to benefit head teachers on the strengths and limitations of the various leadership styles. It is further recommended that the Government should employ accounts clerks to assist head teachers in the proper management of school finances. Findings of this study should be of great value to all stakeholders in education namely; the Government and the School Management Committees in their endeavours to enhance head teachers’ effectiveness in managing pupils, staff, curriculum implementation and school finances.
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    Relationship between students’ self-efficacy, gender, perceptions of teaching methods and academic achievement in kiswahili languagege skills in public secondary schools Nakuru County, Kenya
    (Egerton University, 2025) Kariuki, Anne Kabutu
    Kiswahili language plays an important role in communication among people and promotes cohesiveness in Kenya and the Eastern African region where it is spoken. It is an official language alongside English in Kenya. It is also a compulsory subject at both primary and secondary school levels. Despite this, secondary school students’ academic achievement in Kiswahili language has continually been low especially in Nakuru County. This could be due to leamer characteristics such as; attitude, motivation to leam, their gender or their perceptions of teaching methods among other factors. This study investigated the relationship between secondary school students’ self-efficacy, gender, their perceptions of teaching methods, and academic achievement in Kiswahili language. The study adopted a correlational research design. The target population was 158,619 students of all public secondary schools in Nakuru County. The accessible population was all the 43,190 fonn three students in Nakuru County. Stratified proportionate and simple random sampling techniques were used to select 394 students who participated in the study. Data was collected using Students’ Questionnaire (SQ), Kiswahili Language Skills Achievement Test (KLSAT) and an Observation Schedule (OS). The reliability of SQ and KLSAT were estimated using the Cronbach’s Alpha method and the Kuder-Richardson (KR2l) formula. SQ and KLSAT were deemed reliable since their reliability coefficients were .812 and .756 respectively. Simple and multiple linear regression were used to test the study hypotheses at .05 level of significance. A statistically significant relationship was observed between students’ self-efficacy and achievement in Kiswahili language skills. The relationship between gender and academic achievement in Kiswahili language was statistically insignificant. A statistically insignificant relationship between students’ perceptions of teaching methods and Kiswahili language skills achievement. The findings further showed a statistically significant relationship between students’ self-efficacy, gender, perceptions of teaching methods all combined and Kiswahili language skills academic achievement. This statistically significant relationship implies that teachers of Kiswahili should consider a more holistic approach to teaching/learning process rather than focusing on content delivery. The findings will infonn educators and policymakers that they should consider these psychological and social factors when designing and implementing Kiswahili instructional programs. Additionally, these results show the need to enhance students’ self-efficacy, being aware of their perceptions of teaching methods may contribute to improved academic achievement in Kiswahili language skills and overall academic achievement.
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    Relationship between Selected School Characteristics and Principals’ Perceptions on Cost Efficiency in Public Secondary Schools of Bomet County, Kenya
    (Egerton University, 2024-09) Arap Kirui, Philip Kimutai
    Public secondary schools in Kenya are expected to operate efficiently in the use of resources. Despite this expectation, the cost of education in relative terms in most public secondary schools in Bomet County is still high. This may be an indicator that public schools are cost inefficient in their operations. The purpose of this study was to investigate the relationship between selected school characteristics namely; accommodation status of students, school size, type and location and principals‟ perceptions on cost efficiency in public secondary schools of Bomet County, Kenya. The study was informed by the education production function theory and adopted the correlational research design. The target population was two hundred and seventy principals of public secondary schools and all the five Sub-County Directors of Education in Bomet County. A sample of 175 principals was selected using stratified, proportionate and simple random sampling techniques. A semi-structured questionnaire was used to gather data from the principals and an interview schedule was used to solicit data from the Sub-County Directors of Education. The content and face validity of the two instruments were ascertained by experts from the department of Curriculum, Instruction and Educational Management, Egerton University. The reliability of the principals‟ questionnaire was estimated using the Cronbach alpha method. It yielded a reliability coefficient of .822, and was therefore deemed reliable. Data was analyzed with the use of the Statistical Packages for Social Sciences (SPSS) version 25.0. Hypotheses were tested using the Chi Square test for independence at .05 level of significance. Qualitative data generated by the open ended items and interviews were analyzed thematically by organizing them in themes pertinent to the study objectives and summarizing them using frequencies and percentages. The study found that relationship between accommodation status of students in schools (χ2 [4, N = 143] = 2.121, ρ > .05), school size (χ2 [4, N = 143] = 1.905, p > .05), school type (χ2 [2, N = 143] = .113, p > .05) and principals‟ perceptions on cost efficiency were not statistically significant. However, the relationship between school location and principals‟ perceptions on cost efficiency was statistically significant, χ2 (2, N = 143) = 8.25, p < .05. The study concluded that principals perceived that location affected cost efficiency, while accommodation status of students, school size and type did not. The study recommended that, principals in Bomet County be equipped with financial management skills through training in order to enhance their ability to manage the institutions effectively. The study further recommended that rural schools should consider cost reduction and saving strategies when preparing and implementing their budgets, given that school location affects cost efficiency. The findings of the study could be useful to the principals and the ministry of education in putting in place mechanisms and formulating policies that aim at promoting cost efficiency in school management. The findings of the study could also serve as reference material for researchers studying the dynamics of cost efficiency in education.
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    Drought Drivers, Projection and Effects on Cereal Yields and Smallholder Farmers’ Adaptation Strategies in Makueni County, Kenya
    (Egerton University, 2024-09) Ondiko, Jackob Haywood Jack
    Increasing frequency and severity of drought is a major challenge to rain-fed cereal production in Arid and Semi-Arid Lands globally. Frequent and severe droughts affect cereal production and food security resulting in increased vulnerability, malnutrition and even human deaths in the affected regions in Kenya. The specific objectives of the study were to: project drought trends in Makueni County between 2024 to 2054; determine the influence of Indian Ocean Dipole on occurrence and nature of droughts; examine the effect of drought on cereal yields; find out the drought adaptations practiced in Makueni County and evaluate outcomes of drought adaptation strategies among smallholder cereal farmers in Makueni County. The study adopted Explanatory Sequential Mixed Methods Research Design. Five data sets were used in the study: Rainfall data (1990 to 2020), Indian Ocean Sea Surface Temperatures data (1990 to 2020), cereal data (1990 to 2020), household data (N=225) and key informants (N=16). Extraction from secondary sources, content analysis, triangulation, survey and key informant interviews were used in data collection. Standardized Precipitation Index, Autoregressive Integrated Moving-Average Models, Coefficient of determination Pearson’s r and descriptive techniques were used in data analysis. There were erratic, unpredictable and fluctuating rainfall patterns accompanied by 20 episodes of near-normal droughts, 5 mild droughts and 3 severe droughts between 1990 and 2020. An increasing trend of seasonal droughts was projected due to declining March-April-May seasonal rainfall. An upward trend in October-November-December seasonal rainfall was projected from 2024 to 2054. Sea Surface Temperatures in Equatorial Western Indian Ocean and Equatorial Eastern Indian Ocean influence occurrence of drought in Makueni County whereby R2 values of 0.580 (58%) and 0.674 (67.4%) were established, respectively. There was a significant, positive correlation between rainfall and sorghum, finger millet and maize yields. More females than men adapted to droughts through use of Indigenous Knowledge: drought prediction and monitoring (61%), bio-control of weeds (57%), use of farm manure (54%), supplementary irrigation (51%) and early planting of seeds (51%). Most of the smallholder farmers who adopted small farm sizes for sorghum (43%), finger millet (42%) and maize (60%) recorded low yields between 1 and 10 bags. Information and data generated by the study are expected to result in improvement in drought adaptation policy formulation and adaptive capacity of the smallholder cereal farmers hence improvement in food production and security.
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    Relationship between cultural factors and secondary school students’ performance in chemistry in Samburu County, Kenya
    (Egerton University, 2024-09) Ekwam, Lomonyang
    This study examined the relationship between students' performance in chemistry at secondary schools in Samburu County and their cultural factors. A survey with correlations was the study design that was used. The target group consisted of all secondary school chemistry students in Samburu County. The accessible population in 2023 consisted of all Form Three Chemistry students in the County. Using cluster sampling, nine secondary schools public and private were selected as sample units. Using simple and stratified random sampling, 286 students were selected as a sample from the accessible population. The four instruments used to gather the data were the Students' Chemistry Performance Test (SCPT), Students' Cultural Beliefs and Practices Questionnaire (SCBPQ), Students' Religion Questionnaire (SRQ), and Students' Cultural Traditions Interview Schedule (SCTIS). The instruments were validated and pilot tested before being used. The reliability coefficients for SCPT, SCBPQ, and SRQ were 0.80, 0.85, and 0.81, respectively. To analyze the collected data, a mix of descriptive and inferential statistics was employed. To assess the quantitative data from the SCPT, descriptive statistics were used. The frequencies, means, and percentages of the data were used in the analysis. The qualitative data from the SCTIS was evaluated using the Chi-Square Test and a logical approach. To ascertain the relationships between the various variables, the study used Simple Linear Regression and the Chi-Square test. All statistical tests of significance were conducted at a coefficient level of alpha (α) equal to 0.05 using the Statistical Package for Social Sciences (SPSS) version 23.0 for Windows. The following were the study's conclusions: Chemistry students’ performance was below average (23.64%), with boys' schools outperforming coeducational and girls' schools. The chemistry performance of students was shown to have stronger statistically significant connections with cultural practices (r = 0.115, P < 0.05), traditions (r = 8.533, P > P), and religion (r = 0.031, P < 0.05). There was no significant correlation found between students' performance in chemistry and cultural beliefs (r = -0.002, P > 0.05). It is recommended that significant educational decisions be made as early in high school as feasible. The main objectives of these actions should be to reduce the impact of cultural factors that are known to worsen students' performance in chemistry and to begin offering in-service training to science teachers. This will provide them with the skills necessary to teach chemistry more effectively. The findings of the study will assist curriculum developers, teacher educators, policy makers, and chemistry instructors in addressing the required interventions to enhance meaningful chemistry learning and, consequently, improve students' performance in the subject in secondary schools across the country
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    Influence of non-governmental organizations’ education interventions on community empowerment in nakuru county, kenya
    (Egerton University, 2023-09) Mutiga, Mary wangari
    Non-governmental organizations are key development actors through various strategies. Education is one of the strategies and an integral part in realization of sustainable development goals. Education interventions include financial, basic needs, capacity development and character-building. However, there are challenges in terms of social economic development. Education as an empowerment tool is deemed effective through empowering both individuals and communities. However, success of education interventions has been measured using individual empowerment indicators, as a result, an empirical knowledge gap exists on their influence on community empowerment, a prerequisite for community development. The study sought to investigate the influence of non-governmental organizations education interventions on community empowerment in Nakuru County. This study was guided by Social Capital Theory, Empowerment Theory and General Systems Theory. The study adopted correlational research design and an ex-post facto research design. Stratified random samplings, simple random sampling and purposive sampling were used in the study. Thirteen social workers one from each selected organizations and 101 beneficiaries were involved in the study. Data was collected using questionnaires. Reliability of the research instruments was estimated using Cronbach’s alpha coefficient formulae and was found to be 0.792 for the beneficiaries and 0.846 for the social workers. The research instruments attained a reliability coefficient above the required threshold of 0.70 for social sciences, thus acceptable. The data obtained through this study was analysed using descriptive and inferential statistics (linear and multiple regression). Factor analysis was used to create factor scores for inferential analysis. The study results indicate the influence of education interventions at 95% confidence level were as follows: financial interventions, R2 = . 065, F (1, 99) = 6.855, p = .010; basic needs interventions, R2 = . 068, F (1, 99) = 7.207, p = .009; capacity development interventions, R2 = . 051, F (1, 99) = 5.315, p = .023; character-building interventions, R2 = . 052, F (1, 99) = 17.749, p = 0.000. The combined influence of education interventions was also significant at 95% confidence level, R2 =.219, F (4, 96) = 6.740, p = 0.000. The study concluded that non-governmental organizations’ education interventions; financial, basic needs, capacity development and character-building had statistically significant influence on community empowerment. The study recommends adoption of the education for community empowerment model developed through this research for non-governmental organizations and other stakeholders supporting education as a strategy for sustainable community development
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    The influence of social support, gender and self-concept on development of post-traunatic stress disorders in chilren exposed to 2007 -2008 post election violence in Eldoret, Kenya
    (Egerton University, 2015-09) Njoroge,Margaret Wanjiku
    When exposed to traumatic events such as violence, without proper psychological intervention and care thereafter, children like adults can develop post-traumatic stress disorder (PTSD). Kenya experienced severe violence after the 2007 general elections with Eldoret Municipality being one of the hard hit areas. Both children and adults in Eldoret were exposed to a wide range of traumatic stressors. During this period of great difficulty, displaced persons, religious groups, as well as other community groupings came together in support of each other as they dealt with the adversity. This study examined the influence of social support, gender and self-concept on the development of PTSD among children exposed to the post-election violence. The study was a descriptive survey that adopted ex post facto research design. The study drew its population from the 121 Sclass eight children and 201 teachers from 8 purposively selected public schools in Eldoret Municipality. Stratified random sampling method was utilised to give a sample of 192 pupils and according to their gender as well. Further, 32teachers were purposively selected to participate in the study, giving a total sample of 224 participants. The instruments for data collection used in this study were the Impact of Event Scale Revised Version for the screening of PTSD in children, a Self-appraisal and Social Support Questionnaire for children and a Child Behaviour Checklist for teachers. Data was analysed with the aid of the Statistical Package for Social Sciences (SPSS) for Windows Version 17. Descriptive statistics (frequencies, percentages, mode and means) and inferential statistics (ANOVA, t-test and Pearson’s correlation coefficient) were used for statistical analysis. All hypotheses tests were conducted at 0.05 level of significance. The findings of the study showed that children exposed to post-election violence in Eldoret were still exhibiting PTSD symptoms at a prevalence of 45.50%. The study further found that social support was inadequate and it influenced development of PTSD, with those with adequate social support exhibiting lower scores of PTSD than those without adequate social support. Gender and self- concept were found not to influence development of PTSD. Consequently, the study recommended that life skills programmes and child-centred supportive therapy be enhanced in schools as well as formation of social support groups not only in schools but also in the community, in order to reduce the prevalence of PTSD on exposure to traumatic events.
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    Teachers’ and Learners’ Perceptions on the Effectiveness of Field-Based Study Approach In Teaching of History and Government in Secondary Schools in Kericho County, Kenya
    (Egerton University, 2022-03) Korir, Geoffrey Kipngeno
    History and Government is an important subject as it assists in the development of learners’ international consciousness and enhances their appreciation of cultures of different societies. Despite its importance, students’ performance in the subject in secondary schools Kenya and Kericho in particular has not been satisfactory. Performance has been associated with factors such as availability of physical facilities and instructional materials, school and classroom environments and teachers’ characteristics. Teaching approaches and the way they are perceived by teachers and learners have also been associated with students’ academic performance. This study investigated teachers’ and learners’ perceptions on the effectiveness of Field-Based Study Approach (FBSA) in teaching of History and Government in secondary schools in Kericho County, Kenya. The study adopted descriptive survey research design. The target population comprised of all secondary school teachers and learners in public secondary schools in Kericho County. The school was the sampling unit. And the accessible population was 274 History and Government teachers and 7,575 form four students. Stratified, proportionate and simple random sampling techniques were used to select 163 teachers and 433 form four students who participated in the study. Data was collected using Teachers’ Perceptions Questionnaire (TPQ) and Learners’ Perceptions Questionnaires (LPQ). The instruments were validated by five research experts in the Department of Curriculum, Instruction and Educational Management of Egerton University. The two instruments were pilot tested and their reliability coefficients estimated using the Cronbach’s alpha formula. TPQ and LPQ yielded reliability coefficients of 0.926 and 0.856, respectively. The instruments were deemed reliable as their reliability coefficients were above the 0.70 threshold. This is the minimum threshold of reliability coefficient in education and social science. Data were analysed with the aid of Statistical Packages for Social Sciences (SPSS) version 22. Frequencies and percentages were used to describe and summaries data. The results of the study revealed that perceptions of the teachers’ and learners’ on the effectiveness of FBSA in facilitating learners’ acquisition of History and Government knowledge and skills, were positive. The results also indicated that the teachers and learners’ perceptions on effectiveness of FBSA in deep learning and development of learners’ positive attitude towards the History and government were positive. The findings of the study may provide History and Government teachers with an insight of the effectiveness of FBSA, leading to frequent use of the approach. This may enhance teaching and improve academic performance in the subject. The findings may also assist school administrators, the Ministry of Education, Science and Technology and Kenya Institute of Curriculum Development in vii formulating policies and practices that incorporate FBSA during instruction, thus improving the effectiveness of teaching of History and Government in secondary schools
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    Influences of creativity teachings strategy on students performance and motivation in the topic energy in secondary school physics in Nakuru District, Kenya
    (Egerton University, 2009-10) Samuel, Hungi K.
    Agricultural extension is a critical agent for transforming subsistence farming to modern and commercial agriculture through the dissemination of agricultural information to farmers. Despite this, extension services are still limited in most parts of the Kenya. This has necessitated a move towards more innovative methods of extension service delivery for effective coverage by the Government of Kenya through the introduction of ICT-based e- Extension programme. The adoption and usage of ICTs in accessing agricultural information among farmers remain low. This has been attributed to socio-economic, cultural and technological factors. The overall objective of this study therefore, was to establish the influence of technology-related factors on usage of e-Extension services among smallholder farmers in Nakuru County, Kenya. Descriptive survey research design was used in the study whereby questionnaires and focus group discussion guides were used to collect data from l30 smallholder farmers, 25 extension agents and three focus group discussions held with eight participants each. The face and content validity of the instruments were examined by five experts from the Department of Agricultural Education and Extension, Egerton University.The questionnaires were piloted and reliability coefficients were 0.87 and 0.71 respectively. Statistical Package for Social Sciences (SPSS) was used for data analysis. Descriptive statistics, namely frequencies, percentages, means and standard deviation were used to describe and summarize qualitative data. Ordinal logistic regression and Chi square tests were used to test the hypotheses at or = 0.05 level of significance. Results of hypotheses testing indicated that access to ICTs and ICT skills of farmers’ influences usage of e- Extension services among smallholder farrners. Furthermore, the study established that availability and characteristics of digital content had an influence on usage of e-Extension services. In addition, the findings of the study indicated that the type of e-platforms had a significant influence on the usage of e-Extension services. This study therefore, concludes that e-Extension services can be used to complement other extension methods in dissemination of agricultural information to smallholder farmers. The study recommends that for this to be achieved there is need for national and county governments to invest in the development of ICT skills of farmers as well as coordination and regulation of available agricultural digital content. It also recommends partnership between the national government, county governments and other stakeholders in the provision of e-Extension services. The County govemment of Nakuru should also create awareness and sensitize of farmers on the availability of e-Extension services through the Nakuru Farmer Call Center (NF CC).
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    Students’ Academic Interaction, Self-Esteem and Achievement Relationships in Public Secondary Schools in Nakuru County, Kenya
    (Egerton University, 2020-08) Addero, Wilson Ogot
    Academic achievement is important in the determination of students’ future prospects. Educationists and other stakeholders have consistently used students’ academic achievement results as basis of advancement and employment opportunities. The learners’ academic self-esteem and academic interaction correspondingly shape the learning environment of students. The purpose of this study was to examine students’ academic interaction, academic self-esteem and academic achievement relationships in public secondary schools in Nakuru County, Kenya. Correlational research design and both quantitative and qualitative research approaches were used in the study. The population of the study comprised 23,309 that is 11,938 boys and 11,371 girls form three students from 294 public secondary schools in Nakuru County. A total of 29 public secondary schools and 378 form three students were selected using stratified random sampling. The study used purposive sampling to sample 29 class teachers from the selected public secondary schools in Nakuru County. The total sample size for this study was therefore 407 respondents. The study used closed-ended questionnaires to collect data from students and interview schedule to collect data from class teachers. Data for academic achievement was obtained from school examinations results record. To ensure content validity of the research instruments, the researcher developed questionnaires and an interview schedule in line with the objectives of the study in consultation with the supervisors and lecturers from the Faculty of Education and Community Studies. To test the reliability of the questionnaire, a pilot study was done on one secondary school that was not part of the actual study. Cronbach’s Alpha test of internal consistency were established whereby the items had reliability coefficients of 0.870, 0.871, 0.875 and 0.873 which were considered acceptable. Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) version 24 while qualitative data was analyzed using NVivo version 12. The study established that there was a statistically significant relationship between students’ academic interaction and academic achievement in public secondary schools in Nakuru County, Kenya. It was also established that there was a significant relationship between students’ academic interaction and academic self-esteem in public secondary schools in Nakuru County, Kenya. The study also found out that there was a significant relationship between students’ academic self-esteem and academic achievement in public secondary schools in Nakuru County, Kenya. It was further found that the model to predict academic achievement of students using student-student, student-teacher, student-parent academic interactions and student academic self-esteem as predictor variables explained the highest percentage of variation in academic achievement. The study concluded that students’ academic interaction and academic self-esteem had a linear relationship with their academic achievement. In respect to this, the study recommends Kenyan teachers training institutions to advance teaching methods that seeks to improve students’ academic interaction and academic self-esteem for better academic achievement. Findings on students’ academic interaction, academic self-esteem and academic achievement will be beneficial to Nakuru County Director of Education, researchers and academicians in coming up with strategies of making the learning environment conducive for the learners’ development of self-esteem and appropriate forms of interaction.
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    Selected Factors Influencing Educational Participation of Student Mothers in Public Secondary Schools in Baringo County, Kenya
    (Egerton University, 2021-05) Jepkemboi, Margaret Ayub
    Secondary level of education has been viewed as a fundamental stage for education progression. At this level, students participate in educational activities that pertain to secondary school education. However, in Baringo County, especially in Mogotio and Tiaty Sub-counties, there is hig h prevalence of teenage pregnancies due to high poverty evels, illiteracy rates among parentsand retrogressive cultural beliefs that may have nfluenced the educational participation of student mothers. The study aimed at determining the selected factors influencing educational participation of student mothers in public secondary schools in Baringo County, Kenya. Identity and Overlapping Spheres theories guided the study. This study was ex-post facto in approach and utilized correlational research design. The target population was approximately 22158 girls while accessible population was approximately 1279 student mothers. In sampling for the secondary schools in Baringo County, the study used a proportionate sample of 20% of schools whereby a sample size of 34 secondary schools was selected using stratified random sampling. The sample size of the student mothers in this study was 296 and was selected using stratified random sampling. In addition, 34 class teachers and 34 teacher counsellors were selected purposively. The total sample size was 364 participants. The study collected data using questionnaires for student mothers and interview schedules for teachers. Qualitative data was analysed using NVivo software version 12. Quantitative data was analysed using SPSS version 24. A pilot study was conducted among 30 student mothers from Rongai Sub-County in Nakuru County. Based on the pilot study results, the Cronbach's alpha coefficient for the family factors was 0.870, for school factors was 0.854, for community factors was 0.875, 0.866 for individual factors and 0.885 for educational participation. The overall response rate for the study was 98.4%. A correlation coefficient of 0.411 was achieved between family factors and educational participation, 0.457 between school factors and ducational participation, 0.393 between community factors and educational participation a correlation coefficient of 0.728 between individual factors and educational participation of student mothers. The study further found that family, school, community and individual factors significantly predicted educational participation of student mothers. Individual factors have the greatest influence on educational participation of student mothers in public secondary schools in Baringo County. The study concluded that educational participation of student mothers in secondary schools is significantly influenced by family, school, community and individual factors. The study findings would benefit many educational stakeholders including learners, teachers, school administrators, Members of the community as well as community service groups, policymakers, and scholars in increasing the educational participation of student mothers through enhanced family, school and community support